Distance Learning in Collegiate Aviation: A Survey of the Historical, Theoretical, and Contemporary Aspects

Abstract

Distance learning, which, for the purpose of this study, is defined as academic courses that can be completed via the computer and internet and entirely absent from the traditional classroom, has seen tremendous growth in the past decade. In fact, according to management guru Peter Drucker, "The future [of higher education] is outside the traditional campus, outside the traditional classroom. Distance learning is coming on fast" (Gubernick & Ebeling, 1997, para. 4). Indeed, according to the U.S. General Accounting Office (GAO), about 1 in 13 post-secondary students enrolls in at least one distance learning course each semester (U.S. GAO, 2002). These distance learners, who tend to be older and more likely to be employed full-time while attending school part-time, are changing the landscape of higher education (U.S. GAO, 2002). In an effort to better understand this phenomenon, a case study was conducted on this topic. Sources of evidence include the available literature on distance learning, as well as the websites of those institutions with collegiate aviation programs. This study, which was conducted during Fall 2005, provided an understanding of the historical, theoretical, and contemporary issues surrounding distance learning. A significant contribution of this case study is a current listing of those institutions offering either online aviation courses or complete online aviation academic degrees. In addition, the study revealed that 21 percent of collegiate aviation programs are currently offering courses via distance learning, which represents an increase of 30 percent in the past 5 years. It is predicted that the number of collegiate aviation programs offering courses via distance learning will continue to grow in the future, as both technology and student needs evolve. Detroit makes luxury cars and stripped-down economy cars, four-wheel drives, and sport convertibles. College Inc. makes only one expensive model-with leather seats and airconditioning. Technology is changing that. (Gubernick & Ebeling, 1997, p. 84) Introduction Distance learning, which for the purpose of this study is defined as academic courses that can be completed via the computer and internet and entirely absent fiom the traditional classroom, has changed considerably in recent years and is today a growing force in postsecondary education (U. S. General Accounting Office [GAO], 2004). According to the U.S. Department ofEducation, enrollments in distance education quadrupled between 1995 and 2001 (U.S. GAO, 2004). During Fall 2003, according tothe Sloan Center for Online Education, over 1.9 million students were studying online (Sloan Consortium, 2004). This number rose to 2.35 million students in 2004 (Sloan Consortium, 2005). This 18.2 percent growth rate in one year fhr exceeds the overall rate of growth for the higher education student population. Amazingly, institutions do not believe that enrollments in distance learning have reached a plateau, believing instead that enrollments will continue to increase. Taking advantage of this student demand are public, private nonprofit, and private for-profit institutions. In essence, all types of higher education institutions have jumped on the bandwagon to meet the surging student demand for distance learning (Sloan Consortium, 2004).